Consequences of Stress on Children's Development

Natural Disaster

My daughter was a social worker working with troubled teens in New Orleans during the time before Katrina. She managed to get out but a lot of her friends were not so lucky. Some lost their mother, father and other family members. This was a devastating time for her and our family. Natural disasters can be especially upsetting for children. Experiencing a dangerous or violent flood, storm, or other natural disaster is frightening enough for adults, and the devastation to the home and community environment can be long lasting and distressing. Often the entire community is impacted, further interfering with a child’s sense of security and routine. The need to relocate when home and community have been destroyed causes emotional reactions and the need for coping techniques (Katrina, 2005). Also, this situation can cause great stress to family relationships. Children look to significant adults in their lives, parents, teachers, and other caregiver for guidance on how to manage their reactions after the immediate threat is over. Remaining calm and reassuring children that they will be alright can help children cope after the disaster. The immediate response efforts should include teaching effective coping strategies, fostering supportive relationships and helping children understand their emotions (Katrina, 2005). Children who have lost or are separated from their primary caregivers and children who were experiencing emotional or physical difficulties prior to Hurricane Katrina are particularly at risk for symptoms of traumatic stress, depression and anxiety (Katrina, 2005).

The Children in Haiti

“In the last year, the people of Haiti have faced overwhelming challenges, from the devastating earthquake that claimed hundreds of thousands of lives, to a cholera outbreak, to floods and other disasters.  Having seen the everyday heroism of Haitian citizens and their supporters that are helping to rebuild Haiti. Today, despite difficulties, evermore children are being immunized, more children are being reunited with their families, and more children are attending school again. This is proof that progress is possible even in the worst of circumstances when we all work together. In 2011, we must reaffirm our commitment to build a better future

for all of Haiti’s children.”Anthony Lake, (UNICEF Executive Director)

In Haiti, children are the most vulnerable - USATODAY.com Retrieved from

http://usatoday30.usatoday.com/news/world/2010-01-24-haiti-children_N.htm

Children as Victims of Hurricane Katrina Retrieved from
           

            http://www.ces.purdue.edu/cfs/topics/HD/ChildrenVictimsHurrKatrina.pdf

The Psychological Effects of Hurricane Katrina for Child and ...Retrieved from

           

http://www.aboutourkids.org/articles/psychological_effects_hurricane_katrina

Child Development and Public Health

Nutrition/Malnutrition

Issues of poor health and hygiene, poverty, and malnutrition represent critical global challenges to young children’s healthy development and well-being. Poor health represents critical global challenges to young children’s healthy development and well-being, and my understanding of these topics has expanded and deepened because hunger is a daily reality for many. Tragically, more than 13,000 children under five die from causes related to malnutrition every day. Pregnant women, new mothers who breast-feed, and children are among those most at risk of undernourishment (Brain, 2010). Insufficient nutrition during critical growth phases is known to result in poor physical and cognitive development. Malnourishment can cause physical and mental stunting for life, further deepening the cycle of poverty. Moderately underweight children are more than four times more likely to die from infectious disease than are well-nourished children (Poverty, 2008).

           

Poverty contributes to malnutrition, which contributes to death in over half of children under five years old. The best start in life is essential not only to a child’s survival but to his/her physical, intellectual, and emotional development. At the moment it’s hard to imagine anything comparable happening in this country. (Brain, 2010) “To their credit and to the credit of John Edwards, who goaded them into it both Hillary Clinton and Barack Obama are proposing new initiatives against poverty. But their proposals are modest in scope and far from central to their campaigns. I’m not blaming them for that; if a progressive wins this election, it will be by promising to ease the anxiety of the middle class rather than aiding the poor, and for a variety of reasons, health care, not poverty, should be the first priority of a Democratic administration” (Brain, 2010) .Some country has made progress meeting this Goal, but success is mixed.  India and China are on track to meet the income target at least, but in a classic example of national disparities, some 221 million people in India and 142 million in China are still chronically or acutely malnourished. More than half of undernourished people, 60 per cent are found in Asia and the Pacific. Thirty per cent of infants born in South Asia in 2003 were underweight, the highest percentage in the world (Poverty, 2008).


Malnutrition contributes to more than half of under-five deaths worldwide. Every 3.6 seconds one person dies of starvation. Usually it is a child under the age of 5. (Development, 2010) Poverty hits the children hardest.. To be poor in America is to be an outcast in your own country. Neuroscientists tell us that this is what poisons a child’s brain. More than half of undernourished people, 60 per cent are found in Asia and the Pacific. Thirty per cent of infants born in South Asia in 2003 were underweight, the highest percentage in the world. Most sub-Saharan African countries will likely miss both targets. The region has 204 million hungry and is the only region of the world where hunger is increasing. More than 40 per cent of Africans cannot even get sufficient food on a day-to-day basis (Poverty, 2008).

             

References

Poverty Poisons the Brain" Retrieved from            http://www.nytimes.com/2008/02/18/opinion/18krugman.html?em

UNICEF Child Survival and Development" Retrieved from
           

                http://www.unicef.org/childsurvival/index.html

Eradicate Extreme Hunger and Poverty” Retrieved from               

             http://www.unicef.org/mdg/poverty.html

Childbirth In My Life and Around the World

The birthing experience I chose to write was the birth of my youngest daughter. I have four daughters and the last one I had a natural childbirth. No anesthesia, which was a critical awakening for me.  Our Insurance changed and I know longer could have epidurals for pain that I had prior with my other three daughters.  I convinced my doctor not to put me to sleep. I did not want to sleep through the birth of my daughter. What a mistake that was! Based on my high blood pressure the doctor decided to induce labor earlier than my original due date. Now Ladies and gentleman I have had headaches and pain before, but I could never have prepared myself for what was about to happen. As the pain began I thought I would be o.k., but in the last stages the pain became unbearable. I then wanted to be put to sleep but based on the insistence and promise from my doctor he did not give it me. I felt as if my body was being ripped apart. I thought I could do this but, to my surprise it was the most painful situation I have ever been in. I have a better respect for my species, because of what we have to go through as women. The joy of holding my daughter for the first time I should say to you was well worth it, as much as I love her, but I don’t think I could be that crazy ever again! Thank God for medication. (Smile).

Birth in South Africa: Indigenous Traditions

South Africa is today a country of many cultures, languages and traditions. Yet at one time, the area was populated only by an original group of indigenous people: the Khoisan Bushmen. Khoisan tribes who have been studied by anthropologists, including the !Kung, has show that not only do they have a vast knowledge of the plant and animal life, but also a sound knowledge of women’s monthly cycles according to the moon, knowledge that pregnancy occurs through sexual intercourse and knowledge of the average length of a pregnancy. Motherhood, amongst the San Bushmen, brings status and social recognition to the young girl after she has navigated the journey of pregnancy and birth (Birth 2011).Unlike our attitude in the western world where women are offered pain relief at the slightest twinge that labor may have begun, a young !Kung woman is actively taught that she must face the pains of natural childbirth with courage and fearlessness. Most women will give birth alone in a squatting position, some few hundred meters from their settlement, and this is regarded as ideal, although mothers giving birth for the first time may have a helper at hand. Bringing a child into the world is a gift to the tribe and a young mother is taught that how she feels and thinks during the pregnancy will affect the labor and birth of the new baby (Birth 2011).Giving birth alone is a tremendous experience for the first time mother among the San Bushmen, and many young girls are encouraged to watch another woman giving birth so that they learn to face their fears. It appears that San women bite the cord with their teeth and bury the placenta after giving birth, before walking back to the settlement. This is her duty, to return the placenta, which is no longer needed, to mother earth. After a birth, the mother is secluded in her hut with the baby until she stops bleeding and burial of the placenta and cord has great importance (Birth 2011).  All African cultures believe that a new baby has come from the spirit world bearing gifts and talents.  The naming ceremony is therefore of vital importance, connecting a baby to the ancestors who have imparted these talents and bonding the newborn to the community.

Birth in South Africa: Indigenous Traditi11ons | Spiritual Birth 2011. Retrieved from

http://www.spiritualbirth.net/birth-in-south-africa-indigenous-traditions - 56k -

Note of Thanks and Support

 

This message is for my Instructor: Dr. Dartt and my colleagues in the Foundations: Early Childhood course. In this class I have learned a lot to take with me as I continue to get my degree. My Instructor has taught me a lot to carry on and my colleagues have given me much inspiration. I thank all of you and I am now going to advocate for all young children to get the quality education they will need at an early age. From what I have been taught and what you all have shown me; I know this can be done. Good luck to all!

Kathleen Thompson

The Three Ideals Contained in the NAEYC and DEC Codes of Ethics

 In the NAEYC and DEC codes of ethics, I have identified three that are meaningful to me in my

The NAEYC Code of Ethics that I chose was: Ethical Responsibilities to Children

Childhood is an exceptional and priceless platform in an Individual existence of life. Our chief responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child (NAEYC, 2005). They are committed to supporting children’s development and learning; respecting individual differences; and helping children learn to live, play, and work cooperatively (NAEYC, 2005).. The NAEYC supports the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities (NAEYC, 2005). They advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful (NAEYC, 2005). This ethical code ensures that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program (NAEYC, 2005).

I believe NAEYC evidence shows that children who are cared for do better in school and have a better probability of developing skills, in a positive way, to play a role in social and economic growth.  The NAEYC is meaningful to me because I am committed to campaigning for children’s understanding, self-worth and their physical well-being in their early childhood years.

  

Ethical Responsibilities to Community and Society

 Early childhood programs function inside the environment of their close community made up of families and other institutions concerned with children’s welfare (NAEYC, 2005). Ethical Responsibilities to Community and Society are to provide programs that meet the diverse needs of families, to cooperate with agencies and professions that share the responsibility for children, to assist families in gaining access to those agencies and allied professionals, and to assist in the development of community programs those are needed but not currently available (NAEYC, 2005).

A Caring community is essential to positive development in childhood. Children need to have positive relationships with a supportive adult can be the most critical factor in their well-being. Caring communities connect children to positive adults through everyday relationships with neighbors and teachers as well as with adult that volunteers in tutoring, mentoring, recreational or any other supportive roles will be able to create respectful and reciprocal relationships that support and empower families and communities. I want to involve all families in their children’s development and learning. Accomplishing these objectives requires collaboration with the families, communities, and government rights organizations.  

 The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children is a public statement of principles and practice guidelines supported by the mission of DEC. The foundation of this Code is based on sound ethical reasoning related to professional practice with young children with disabilities and their families and with interdisciplinary colleagues (DEC, 2000).

  One of the topics of the DEC is Professional Collaboration:

The DEC demonstrates their respect and appreciation for all families’ beliefs, values, customs,

languages, and culture relative to their nurturance and support of their children toward achieving

meaningful; relevant priorities and outcomes families desire for themselves and their children. (DEC, 2000).They are providing services and supports to children and families in a fair and equitable manner while respecting families’ culture, race, language, socioeconomic status, marital status, and sexual orientation. (DEC, 2000). They insist upon honoring and respecting the diverse backgrounds of all colleagues including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.

DEC wants us to respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes.

We shall empower families with information and resources so that they are informed consumers of services for their children. (DEC, 2000). We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues with whom we work recognizing their unique contributions to children, families, and the field of early childhood special education (DEC, 2000).

Professional collaboration is meaningful to me and significant to my professional life because professional communication between and among professionals, are important to give parents, families and students the correct information, to engage in mutual decision making, and to develop effective goals that are in the best interests of children.

NAEYC. (2005, April). Code of ethical conduct and statement of commitment.Retrieved, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05

The Division for Early Childhood. (2000, August). Dec Code of ethics., Retrieved from

http://www.dec-sped.org

Growing my Collection of Resources

Position Statements and Influential Practices:

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved, from
http://www.naeyc.org/files/naeyc/file/positions/dap

NAEYC. (2009). Where we stand on child abuse prevention. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

NAEYC. (2009). Where we stand on school readiness. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Retrieved from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Retrieved, from
http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

FPG Child Development Institute. (2006) Retrieved, from http://www.fpg.unc.edu/~snapshots/snap33.pdf

Global Support for Children's Rights and Well-Being:

Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved, from http://www.unicef.org/crc/files/Rights_overview.pdf

Early Childhood Websites:

World Forum Foundation Retrieved from
http://worldforumfoundation.org/wf/wp/about-us

World Organization for Early Childhood Education Retrieved from
http://www.omep-usnc.org/

Childhood Education International Retrieved from
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these

Selected Early Childhood Organizations:

National Association for the Education of Young Children Retrieved from
http://www.naeyc.org/

The Division for Early Childhood Retrieved from
http://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers, and Families Retrieved from
http://www.zerotothree.org/

WESTED Retrieved from
http://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letter Retrieved from
http://www.hepg.org/hel/topic/85

FPG Child Development Institute Retrieved from
http://www.fpg.unc.edu/main/about.cfm

Head start’s National Research Conference Retrieved from
http://www.acf.hhs.gov/programs/opre/hsrc/

Highscope 2010 Retrieved from
http://www.highscope.org/

Children's Defense Fund Retrieved from
http://www.childrensdefense.org/

Center for Child Care Workforce Retrieved from
http://www.ccw.org/

Council for Exceptional Children Retrieved from
http://www.cec.sped.org//AM/Template.cfm?Section=Home

Institute for Women's Policy Research Retrieved from
http://www.iwpr.org/

National Center for Research on Early Childhood Education Retrieved from
http://www.ncrece.org/wordpress/

National Child Care Association Retrieved from
http://www.nccanet.org/

National Institute for Early Education Research Retrieved from
http://nieer.org/

Pre [K] Now Retrieved from
http://www.preknow.org/

Voices for America's Children Retrieved from
http://www.voices.org/

The Erikson Institute Retrieved from
http://www.erikson.edu/

Quote:

“No government can love a child, and no policy can substitute for a family's care. But at the same time, government can either support or undermine families as they cope with moral, social and economic stresses of caring for children” (Hilary Clinton 67th US Secretary of State 2010).

Hillary Rodham Clinton Quotes 2010 Retrieved from
http://womenshistory.about.com/cs/quotes/a/qu_h_clinton.htm

Quote:

“The creative is the place where no one else has ever been. You have to leave the city of your comfort and go into the wilderness of your intuition. What you'll discover will be wonderful. What you'll discover is yourself”. Alan Alda, Actor

These two websites I recommend reading:

How Young Children Learn Retrieved from
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk1-1.htm

Anti-Bias Education - National Association for the Education of ... Retrieved from

http://www.naeyc.org/store/files/store/TOC/254.pdf

Quotes of Inspiration, Motivation and Commitment from Early Childhood Professionals

Quotes of Inspiration, Motivation and Commitment from Early Childhood Professionals

Hilary Clinton 67th US Secretary of State

·         Children rely on safe neighborhoods, good teachers, readily available health-care and many other facets of "The Village" to be raised properly

Hilary Clinton 67th US Secretary of State:

·        No government can love a child, and no policy can substitute for a family's care. But at the same time, government can either support or undermine families as they cope with moral, social and economic stresses of caring for children

Hillary Rodham Clinton Quotes Retrieved from

http://womenshistory.about.com/cs/quotes/a/qu_h_clinton.htm

Sue Bredekamp:

·        If the first three years of life are deprived in terms of stimulation and interaction with warm, nurturing human beings, it's going to be real tough for the child to acquire the depth and breadth of verbal language needed to build reading abilities.

           

ECT Interview: Sue Bredekamp & Susan Neuman on Learning to...

Sue Bredekamp:

·        Knowledge is not something that is given to children as though they were empty vessels to be filled. Children acquire knowledge about the physical and social worlds in which they live through playful interaction with objects and people. Children do not need to be forced to learn; they are motivated by their own desire to make sense of their world

 How Young Children Learn retrieved from

http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk1-1.htm

Louise Derman-Sparks:

·         Early childhood teachers want children to feel powerful and competent. They strive to welcome children and to show respect to their families as best they know how. However, beyond individual teachers’ hopes, beliefs, and actions is a society that has built advantage and disadvantage into its institutions and systems.

Anti-Bias Education - National Association for the Education of ...Retrieved from

http://www.naeyc.org/store/files/store/TOC/254.pdf

 
 Raymond Hernandez:

·        says that as an administer he wants to keep up the hard work to make a difference in the community, the same way people offered it to him; because if you can make a difference in a child’s life then that one child will make a difference in another person’s life.

Course Media: "The Passion for Early Childhood"